The archaeology of knowledge
01 Sep 1989-pp 227-260
TL;DR: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now as mentioned in this paper, and book is the window to open the new world.
Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.
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TL;DR: In this paper, the authors trace the centuries-long history of the phenomenological disciplines of directional radiometry and radiative transfer in turbid media, discuss their fundamental weaknesses, and outline the convoluted process of their conversion into legitimate branches of physical optics.
Abstract: This Essay traces the centuries-long history of the phenomenological disciplines of directional radiometry and radiative transfer in turbid media, discusses their fundamental weaknesses, and outlines the convoluted process of their conversion into legitimate branches of physical optics.
63 citations
TL;DR: In this paper, the authors focus on the relationship between formal education and eating disorders, specifically anorexia nervosa, in order to consider whether the "discourse of obesity" potentially empowers or damages young people's identity and health.
Abstract: On 16 January 2002, the United Kingdom House of Commons Select Committee published a report entitled Tackling Obesity in England. Drawing on insights from the work of Bernstein, Bourdieu and Foucault, this article will suggest that the report provides an example par excellence of the way in which 'the body' (our bodies) are being constructed, defined, regulated and pathologised by contemporary health discourse. Furthermore, the article illustrates empirically how themes dominant in this report, grounded within wider regimes of health science 'truth', are reflected and reproduced in the curriculum and pedagogy of teachers (health experts), ironically in ways that potentially severely damage the health and identity of young people. To sharpen the focus of the analysis, the discussion centres attention on the relationships between formal education and eating disorders, specifically anorexia nervosa, in order to consider whether the 'discourse of obesity' potentially empowers or damages young people's identity and health
63 citations
Additional excerpts
...Following Foucault (1972; 1977), one is reminded here that ‘health’ beliefs and perceptions and definitions of ‘illness’ are constructed, represented and reproduced through language; they are culturally specific, ideologically laden and never value-free....
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TL;DR: In this paper, the authors look at the contestation of foreign presence in Denmark from the perspective of popular consciousness and infer the cultural world of Danish host and non-Danish guests from a pool of 55 in-depth interviews about multicultural issues.
Abstract: This article looks at the contestation of foreign presence in Denmark from the perspective of popular consciousness. I infer the cultural world of Danish host and non-Danish guests from a pool of 55 in-depth interviews about multicultural issues. In this culturally figured world the guests are constructed as widely different cultural bearers who refuse to downplay their cultural markers, therefore upsetting the guests. According to this reasoning, the racial outburst of the hosts is caused solely by the unruly guests. Blaming the guests for creating racist responses, I contend, can best be understood as a naturalization of racism. This denial of racism in the popular sphere builds on the same culturalist construction of unbridgeable differences between a ‘we-group’ of ‘alike’ (or invisible) Danes and a visible ‘out group’ that dominates both popular and political understandings of immigrants and refugees in Denmark in the end of the 1990s.
63 citations
TL;DR: For example, the Oxford Handbook of Work and Organization as mentioned in this paper only mentions organizational control eleven times in the index, mostly related to teamwork, although a closer reading indicates this is partly a weakness of the indexing with a number of chapters at least touching upon'managerial regimes' and alternative systems of managerial control.
Abstract: Control lies at the heart of organization theory. A central feature of organization is control and without (some form of) control organizing is not possible; notions of ‘structuring’, ‘job design’ and ‘coordination’ are redolent of control. This is equally true whether one considers ‘mainstream’ organization theoretical concerns with the coordinated interaction of formal organization or the ‘critical’ organization theorists’ emphases on power, domination and emancipation. And yet, explicit discussion and debate of organizational control has become increasingly less common. As Child (2005: 111) has recently observed, ‘Control is an essential and central process of management yet . . . it is strangely neglected by many writers on organization’. He makes the point through a swift reading of various organization theory handbooks that have recently been produced. For example, the Handbook of Principles of Organizational Behaviour edited by Locke (2000) or The Companion to Organizations compiled by Baum (2002) make scant explicit reference to organizational control. Moreover, the emphasis on ‘new organizational forms’ has further contributed to a downplaying of aspects of organizational control; for example, books by Pettigrew and Fenton (2000) and Brown and Eisenhardt (1998) make little explicit reference to such issues (Child, 2005: 136). Even in the recently published Oxford Handbook of Work and Organization edited by Ackroyd et al. (2005), control only appears eleven times in the index, mostly related to teamwork, although a closer reading indicates this is partly a weakness of the indexing with a number of chapters at least touching upon ‘managerial regimes’ and alternative systems of managerial control. Another (partial) exception is the Oxford Volume 12(5): 603–618 ISSN 1350–5084 Copyright © 2005 SAGE (London, Thousand Oaks, CA and New Delhi)
63 citations
Cites background from "The archaeology of knowledge"
...Power is also both disciplinary and enabling, rather than fundamentally and inescapably oppressive (Foucault, 1972, 1980, 1990, 1997; Knights, 1992; Ezzamel, 1994)....
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...Foucault (1972) has referred explicitly to the rules and formations of discourse and noted how a discourse, such as medical discourse, has to be articulated within what he terms ‘non-discursive conditions’ which include political events, economic phenomena, and institutional contexts....
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TL;DR: In this article, the authors explore how student disengagement has been conceptualized, identify factors associated with disengagement and identify measureable indicators of disengagement in previous literature, and synthesize a number of measurable indicators from the literature including those that were self-reported by students and those collected by an institution.
Abstract: Much has been written about why students engage in academic studies at university, with less attention given to the concept of disengagement. Understanding the risks and factors associated with student disengagement from learning provides opportunities for targeted remediation. The aims of this review were to 1) explore how student disengagement has been conceptualised, 2) identify factors associated with disengagement and 3) identify measureable indicators of disengagement in previous literature. A systematic search was conducted across relevant databases and key websites. Reference lists of included papers were screened for additional publications. Studies and national published survey data were included if they addressed issues pertaining to student disengagement with learning or the academic environment, were in full text and in English. In the 32 papers that met the inclusion criteria, student disengagement was conceptualised as a multi-faceted, complex yet fluid state that has a combination of behavioural, emotional and cognitive domains influenced by intrinsic (psychological factors, low motivation, inadequate preparation for higher education and unmet or unrealistic expectations) or extrinsic (competing demands, institutional structure and processes, teaching quality and online teaching and learning). A number of measurable indicators of disengagement were synthesised from the literature including those that were self-reported by students and those collected by an institution. An examination of the conceptualisation, influences and indicators of disengagement could inform intervention programs to ameliorate the consequences of disengagement for students and academic institutions.
63 citations
References
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Book•
18 Jul 2003
TL;DR: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Modality and Evaluation 11. Conclusion
Abstract: Part 1: Social Analysis, Discourse Analysis, Text Analysis 1. Introduction 2. Texts, Social Events, and Social Practices 3. Intertextuality and Assumptions Part 2: Genres and Action 4. Genres 5. Meaning Relations between Sentences and Clauses 6. Types of Exchange, Speech Functions, and Grammatical Mood Part 3: Discourses and Representations 7. Discourses 8. Representations of Social Events Part 4: Styles and Identities 9. Styles 10. Modality and Evaluation 11. Conclusion
6,407 citations
TL;DR: A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale, and the usefulness of the principles is illustrated by evaluating three publishedinterpretive field studies drawn from the IS research literature.
Abstract: This article discusses the conduct and evaluatoin of interpretive research in information systems. While the conventions for evaluating information systems case studies conducted according to the natural science model of social science are now widely accepted, this is not the case for interpretive field studies. A set of principles for the conduct and evaluation of interpretive field research in information systems is proposed, along with their philosophical rationale. The usefulness of the principles is illustrated by evaluating three published interpretive field studies drawn from the IS research literature. The intention of the paper is to further reflect and debate on the important subject of grounding interpretive research methodology.
5,588 citations
Book•
01 Jan 1999
TL;DR: In Sorting Things Out, Bowker and Star as mentioned in this paper explore the role of categories and standards in shaping the modern world and examine how categories are made and kept invisible, and how people can change this invisibility when necessary.
Abstract: What do a seventeenth-century mortality table (whose causes of death include "fainted in a bath," "frighted," and "itch"); the identification of South Africans during apartheid as European, Asian, colored, or black; and the separation of machine- from hand-washables have in common? All are examples of classification -- the scaffolding of information infrastructures. In Sorting Things Out, Geoffrey C. Bowker and Susan Leigh Star explore the role of categories and standards in shaping the modern world. In a clear and lively style, they investigate a variety of classification systems, including the International Classification of Diseases, the Nursing Interventions Classification, race classification under apartheid in South Africa, and the classification of viruses and of tuberculosis. The authors emphasize the role of invisibility in the process by which classification orders human interaction. They examine how categories are made and kept invisible, and how people can change this invisibility when necessary. They also explore systems of classification as part of the built information environment. Much as an urban historian would review highway permits and zoning decisions to tell a city's story, the authors review archives of classification design to understand how decisions have been made. Sorting Things Out has a moral agenda, for each standard and category valorizes some point of view and silences another. Standards and classifications produce advantage or suffering. Jobs are made and lost; some regions benefit at the expense of others. How these choices are made and how we think about that process are at the moral and political core of this work. The book is an important empirical source for understanding the building of information infrastructures.
4,480 citations
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Abstract: This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
3,660 citations
TL;DR: Problematization is proposed as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.
Abstract: It is increasingly recognized that what makes a theory interesting and influential is that it challenges our assumptions in some significant way. However, established ways for arriving at research questions mean spotting or constructing gaps in existing theories rather than challenging their assumptions. We propose problematization as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.
1,126 citations